These oral proficiency marking criteria are based on IATEFL criteria and the Canadian Language Benchmarks. They describe speaking ability in terms of:

1.      Range: vocabulary, grammar.
2.       Ease of speech: fluency.
3.       Attitude: self-confidence, motivation, reduced anxiety/nervousness.
4.       Delivery: volume, pronunciation, intonation, word-stress, speech-rhythm.
5.       Interaction: body language, communication strategies, social conversation skills.

Are you READI? Then let’s begin!

R (1): The student’s low range makes communication difficult.

• Not enough range (words and phrases) for the speaking task.
• Almost no control of basic grammar (sentence structure and verb tenses)
• Communication does not continue.

R (2): The student’s range almost supports communication

• Almost enough range for the speaking task. (some vocabulary and simple phrases).
• Little control of grammar structures/tenses.
• Information transfer problems may occur.

R (3): The student’s range supports communication

• Enough range for the speaking task.
• Some control of basic structures and tenses.
• Errors occur but communication continues.

R (4): The student’s range enhances communication

• Enough range to perform the speaking task effectively and easily.
• Control of basic grammar and tenses.

E (1): The student’s low fluency makes communication difficult.

• The student speaks after long delays.
• Often repeats the words.
• Depends on body-gestures.
• Uses single words or groups of 2 to 3 words.
• No connected discourse.

E (2): The student’s ease of speech almost supports communication

• Makes pauses and depends on gestures.
• Uses single words and short sentences.
• Can ask and reply to simple questions.
• Some connected discourse.

E (3): The student’s ease of speech supports communication

• Some short delays before speaking.
• Can ask and reply to WH questions.
• Evidence of connected discourse (and, but).
• Errors occur but communication continues.

E (4): The student’s ease of speech enhances communication

• Little or no delay before speaking.
• Uses a variety of short sentences.
• Clearly connected discourse (and, but, first, next, then, because).
• Communication flows at smooth pace
• Uses highly appropriate language.

A (1): The student’s poor attitude makes communication difficult.

• Little or no enthusiasm for communication.
• Lack of confidence/motivation.
• High anxiety/nervousness
• Communication does not continue.

A (2): The student’s attitude almost supports communication

• Some desire to perform the task.
• Lack of confidence/ motivation.
• Anxiety and/or nervousness.
• Communication can be difficult.

A (3): The student’s attitude supports communication

• Positive attitude towards communication.
• Desire to achieve the communication goal.
• Confidence/motivation/anxiety/nervousness do not prevent communication.

A (4): The student’s attitude enhances communication

• Enthusiasm and positive attitude.
• The student encourages others.
• The student is confident and motivated.

D (1): The student’s poor delivery makes communication difficult.

• May use first language at times.
• Pronunciation difficulties and low volume.
• The speech may be uncomfortably slow.
• The voice tends to be monotone

D (2): The student’s delivery almost supports communication

• Some pronunciation difficulties
• Low volume, poor intonation
• Poor word stress and speech rhythm
• Communication can be difficult.

D (3): The student’s delivery supports communication

• Occasional pronunciation difficulties.
• Delivery (stress, intonation, pronunciation, volume, speech-rhythm) allows communication to continue.

D (4): The student’s delivery enhances communication

• Few pronunciation difficulties.
• Use of appropriate ‘voice’ (stress, intonation, pronunciation, volume, speech-rhythm) enhances communication.

I (1): The student’s poor interaction makes communication difficult.

• The student speaks very little, and only in response to the others.
• No attempt to keep the communication going.
• Needs much help from the other students.
• Lack of body language or communication strategies.

I (2): The student’s interaction almost supports communication

• Tries to keep the communication going.
• Needs frequent assistance.
• Can communicate in a limited way.

I (3): The student’s interaction supports communication

• Sometimes needs assistance.
• Shows an awareness of being a part of an interactive social situation.
• Uses body language and verbal cues. 
• Shows interest in what others are saying.

I (4): The student’s interaction enhances communication

• Active in an interactive social situation.
• Body language is pro-communicative.
• Encourages others to communicate.
• Checks that he/she understands and that others understand him/her.